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This article reports on a case study conducted in an urban post-primary school setting, which investigated a teaching and learning group, called a T&amp;L Club, as a model of sustainable professional development for teachers. The group consisted of 18 members from a whole staff of 90 teachers and had been in existence for four years at the time of the research. The student cohort was approximately 1200 students. The case study is underpinned by theories of communities of practice (COPs), equally referred to as professional learning communities (PLCs), affect and ethics of care theory and teachers’ professional development. Findings show that the T&amp;L Club shares some characteristics with COPs and PLCs but distinguishes itself from them by refusing to incorporate accountability. Members of the group assert that the emotional gains made from the membership of the group act as a continuous source of motivation for their professional development, and these gains ensure the sustainability of the group. Although the group does not possess all the characteristics prevalent in effective PLCs and COPs, according to the literature, nonetheless the group is fulfilling the professional learning needs of its members. The article explores the potential of such a structure to support continuous professional development at a time of immense curriculum reform at the junior cycle level in Ireland.

Towards an organic model of collaborative practice in a post-primary school setting – insights from a teaching and learning group (T&L Club)